kindergarten when turtle grew feathers: a tale from the ...€¦ · •teacher uses the vegetable...

Kindergarten

When Turtle Grew Feathers: A Tale from the Choctaw Nation Retold by Tim Tingle Illustrated by Stacey Schuett

Outcome: Students will explore the theme of friendship as it relates to they story.

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About the Book:

Guided Reading: M

Lexile Level: 590L

Character Traits: Caring

Respect

Resourcefulness

Region: USA, Native American

ISBN: 978-0-8748-3777-3 978-1-9391-6021-8

Materials: • Poster board or end roll of newsprint • Markers or crayons • Paper, pencils • Brown, red, yellow and orange construction paper • Black markers or crayons • Scissors • Glue stick • (Optional): “Thanksgiving Empathy” from Treasured Time with

Five-to-Ten-Year-Olds by Jan Brennan; “The Fearsome Monster in Hare’s House” from Through the Grapevine by Mitch Weiss and Martha Hamilton

Cooking Materials

• Toothpicks • Large bowl • Knife • Napkins, spoons, plates • Sliced fruit (bananas, apples, grapes, pears) • Oranges • Raisins • Carrot rounds • Celery leaves

When Turtle Grew Feathers


Kindergarten

Instructional Plan Introduction Directions:

• Ask students: o What the word “race” means. o To describe a race in which they participated. o How they would ask a friend to race with them. o What the winner and loser should say to each other after

a race. • Organize a variety of races for the class including running,

hopping, crawling, etc. • Ask what other ways students can race (cleaning up, doing a

math problem, etc.) Teacher Reads the Story Directions:

• Explain that the students will listen to a story about a race. • Tell students to listen carefully so that they can answer

questions about the race and about the friendship.

Cooking Materials: • Toothpicks • Vegetable peeler • Bowl and plates • Apples • Raisins • Carrots • Large marshmallows • Small colored marshmallows • Ice water

Common Core

Standards:

CCSS.ELA-

LITERACY.RL.K.4 Questionsaboutunknownwords

CCSS.ELA-LITERACY.RL.K.10 Groupreadingactivities

CCSS.ELA-LITERACY.SL.K.2

Confirmunderstandingoftextreadaloud



Kindergarten

Questions for Assessing Students’ Comprehension: • Name the animals in the story. • Where does the story take place? • Who broke Turtle’s shell? How did it happen? • Why was Turtle upset that his shell was broken? • What did Turtle do when Turkey did not take the blame for

breaking Turtle’s shell? • How did the ants help fix Turtle’s shell? • Why did Turtle let Turkey try on his shell? • Why were the fixe Little Bitty Turtles running? • What did Rabbit challenge Turtle to do? • Where were they going to race? • What happened when the race started? • Who won the race? Why?

Questions for Interpretation: • Why is the story called, When Turtle Grew Feathers? • How did Turtle grow feathers? • Why do you think Turtle was nice to Turkey and said that they

should not fight? • Why do you think Rabbit challenged Turtle to a race? Would he

have challenged Turkey? What other animals might Rabbit have challenged?

• Do you like to race? • Did Rabbit ask Turtle to race in a nice way? • Why did Rabbit never challenge Turtle to a race again? • Do you think he challenged any other animals? • How would you ask a friend to race? • What animals would you like to race? Why? • Which of these animals would you like to have as a pet? Why? • Why was Rabbit unable to speak after he lost the race? • Was Turtle glad that he forgave Turkey for breaking his shell? • What lesson did Turtle learn? What lesson did Rabbit learn? • What was the race an important part of the story? • What is the story about friendship?

Common Core

Standards:

CCSS.ELA-

LITERACY.RL.K.1 Ask&answerquestionsaboutdetailsintext

CCSS.ELA-LITERACY.RL.K.3

Identifycharacters,settings,&majorevents


Recognizecommontypesoftexts



Kindergarten

Follow Up Activities: Create a New Story Directions:

• Explain that there can be many versions of a story. • Tell students the traditional story of The Tortoise and the Hare. • Compare and contrast the traditional version with When Turtle

Grew Feathers. • Students work with a partner to create another version of the

story. Share stories with the class. Visualize the Setting Directions:

• Ask students to sit quietly on the floor in a circle and to close their eyes.

• Tell students that they are sitting in the tall grass next to the lake where the race took place.

• Ask students what they would see and hear at the like; what would they feel if they touched the grass or the water?

• Ask students what else they could touch and what it would feel like.

Draw the Setting Direction:

• Review the book, page by page, with the class and ask students to name everything they see in the story setting.

• Ask students to name other things that may also be in the setting but are not pictured or named.

• Help students plan a map of the area on a poster board or end roll of newsprint. Display in the classroom

• Students retell the story using the map. Compare and Contrast Directions:

• Read “The Tail Trade” on page 25 and “The Fearsome Monster in Hare’s House” on page 41 in Through the Grapevine (Martha Hamilton, Mitch Weiss). Students compare and contrast these animal friendship tales to When Turtle Grew Feathers.

Common Core

Standards:

CCSS.ELA-

LITERACY.RL.K.2 Retellfamiliarstories


Adddrawingsorothervisualdisplaystodescriptions.


Compareandcontrast

CCSS.ELA-LITERACY.L.K.1.F Produceandexpandcompletesentences



Follow Up Activities: Bullying Directions:

• Tell students that Rabbit was acting like a bully: challenging animals that he thought were slower than himself. Ask students:

• What does it mean to be a bully? • Have you ever been bullied? • Describe Rabbit’s body language, facial expression, and words. • If you want to race a friend, how would you ask? • In small groups, students role-play acting like a bully. Role-play

asking a friend to race or to participate in a contest in a friendly way.

• Compare and contrast the body language, facial expression, tone of voice, and words used in the bully role-play and the friendly role-play.

Size Order Directions:

• Teacher writes, “Turtle,” “Turkey,” “Rabbit,” “Little Bitty Turtles,” and “ants,” each on separate pieces of paper.

• Give one of each paper to 5 students. • Students read their animal name aloud and hold up their paper

so that the other students can see it. • Students arrange themselves in size order from smallest to

largest. • Activity is repeated until each student has had at least one turn.

Rhyming Words Directions:

• Explain that dialogue is a conversation between two or more persons.

• Review rhyming words. Tell students that there are rhyming words in the dialogue of the story.

• Reread the story and ask students to raise their hands when they hear two words that rhyme. Teacher pauses, and students name the rhyming words.

o Crack/back, shell/swell, race/face, glass/grass, etc. • Ask students, “Why do you think the author used rhyming words

in the story?”

Kindergarten

Common Core

Standards:

CCSS.ELA-

LITERACY.SL.K.1 Collaborativeconversations

CCSS.ELA-LITERACY.L.K.5.A Sortcommonobjectsintocategories

CCSS.ELA-LITERACY.L.K.5.C Identifyreal-lifeconnectionsbetweenwordsandtheiruse



Follow Up Activities: Hands and Feet Turkey Directions:

• Help students trace both of their face (with shoes on) on brown construction paper. Cut out the tracing and glue them together at the heel so that the toes fan out slightly. This is the body of the turkey.

• Teacher draws suggestions for the turkey’s eyes, wattle, beak and legs on the board.

• Students draw the turkey’s eyes onto the body with black marker or crayons.

• Help students draw and cut out a red circle for a wattle and an orange triangle for a beak.

• Help students glue the wattle and beak on the turkey’s head. • Help students trace around both of their hands on yellow,

orange, and red construction paper. Cut out the tracings. • Help students draw and cut out two orange rectangles for legs. • Glue the legs to the back of the turkey body. • Glue the handprint “feathers” to the back of the turkey.

Character Education Directions:

• Tell students the story emphasizes the character traits of caring, respect, sharing and resourcefulness.

• Ask students what each word means. • Students work in small groups to create skits demonstrating one

of these traits. • Present skits to the class. • Classmates guess which character trait is being portrayed.

Turkey Fruit Cup Directions:

• Refer to ingredients listed on page 1 under “Cooking Materials.” • Cut oranges in half and scoop out sections. • Dice the fruits; add the orange pieces to the sliced fruit. • Fill the orange shells with fruit. • Add a toothpick for a neck, a carrot round for a head, and a half

toothpick for a beak. • Stick a few celery leaves in the back of the cup for feathers. • Enjoy!

Kindergarten

Common Core

Standards:

CCSS.ELA-

LITERACY.SL.K.5 Adddrawingsorothervisualdisplaystodescriptions.


Collaborativeconversations


Describefamiliarpeople,places,thingsandevents

CCSS.ELA-

LITERACY.SL.K.6 Speakaudiblyandexpressthoughts,feelings,andideas



Follow Up Activities: Humming Flutes Directions:

• Students use a pencil to punch 3 holes in a cardboard toilet paper tube, about one inch apart.

• Cover one end of the tube with a piece of wax paper that is several inches larger than the tube opening.

• Secure the wax paper with rubber band or tape. • Students hum into open end of tube, moving their fingers over

the holes. • Ask students, “How does this flute differ from a real flute?” “Does

the sound change when you cover different holes?” Animal Movement Directions:

• Tell students all of the animals in the book move in specific ways. • Ask students to describe how each animal moves. • Show how each animal moves.

o Turtle: on tip toes and finger tips, slow, crawling o Turkey: strut, flap wing, stretch neck up o Rabbit: hop quickly o Horse: walk, trot, gallop o Kangaroo: hop with hand held in front o Fish: swim movements with arms and legs o Duck: waddle o Snakes: slither and wriggle o Crab: sit on floor and use hands and feet to move o Bear: walk on all fours, move same leg and same arm

together. • Ask students to name other animals and who how they move. • Continue activity as a guessing game. Each student takes turn

moving like an animal while classmates guess.

Kindergarten

Common Core

Standards:

CCSS.ELA-

LITERACY.SL.K.1 Collaborativeconversations

CCSS.ELA-LITERACY.SL.K.1.A Followagreed-uponrulesfordiscussions



Follow Up Activities: Apple Turkey Directions:

• Refer to the ingredients on page 2 listed under “Cooking Materials”

• Wash and dry apples and carrots. • Teacher uses the vegetable peeler to cut thin carrot strips. Place

strips in cold water to curl. • Use toothpicks to attach large marshmallow to apple to form

head. • Push raisins into large marshmallow to form eyes. • Attach toothpicks to tail side of apple turkey. Place small

marshmallows on tips of those toothpicks to form “feathers.” • Use curled carrot strips to form wings and waddle. Attach with

toothpicks. Compare and Contrast Directions:

• Read, “Taking the Bad with the Good” on page 30 of Through the Grapevine (Martha Hamilton & Mitch Weiss). This is a friendship tale about a monkey and a rabbit. They were each annoyed with the habits of the other. In the end, they decided their habits were natural for them and, since they were friends, they should just ignore them.

• Compare and contrast this story with When Turtle Grew Feathers.

• Students enjoy scratching like a monkey and twitching their noses like a rabbit as the story is told.

Kindergarten

Common Core

Standards:

CCSS.ELA-

LITERACY.RL.K.9 Compareandcontrast


Retellfamiliarstories

kindergarten when turtle grew feathers: a tale from the ...€¦ · •teacher uses the vegetable...

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